Anxiety in Reading and Listening English as a Foreign Language in Chinese Undergraduate Students

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  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      Higher Education
    • Subject Terms:
      Foreign Countries; Undergraduate Students; English (Second Language); Anxiety; Reading Skills; Listening Skills; Student Behavior; Learning Strategies; Learning Motivation; Performance; Measures (Individuals); Second Language Learning; Comprehension
    • Subject Terms:
      Hong Kong
    • Subject Terms:
      Strategy Inventory for Language Learning
    • Accession Number:
      10.1177/1362168817702159
    • ISSN:
      1362-1688
    • Abstract:
      This study tested relationships between foreign language (FL) reading and listening anxiety and learner variables in English as a foreign language (EFL). It tested links between foreign language anxiety (FLA) and its cognitive, affective and behavioral correlates in English (i.e. language learning strategies, learning motivation, and performance). Three-hundred-and-six Chinese undergraduates learning EFL were administered the measures via a questionnaire. Regression analyses indicated that EFL performance and EFL motivation were key factors that uniquely predicted EFL reading and listening anxiety. However, the role of EFL learning strategies was not significant after the effects of EFL performance and EFL motivation were controlled for. Despite this, mediation analyses revealed that EFL learning strategies had a significant indirect effect on EFL reading performance and listening anxiety levels with EFL learning motivation as a mediator. This suggests its secondary role in affecting FL anxieties. These findings provide important implications regarding assessment of students' FL anxiety level as well as identification of and intervention for those with FL difficulties. These findings have extended past studies by highlighting the relative importance of these cognitive, affective and behavioral correlates on Chinese undergraduates' EFL anxiety in specific domains.
    • Abstract:
      As Provided
    • Number of References:
      73
    • Publication Date:
      2018
    • Accession Number:
      EJ1194083